► This thesis examines the influences that New York City’s Irish-Americans had on the violence, politics, and underground subcultures of the antebellum era. During the Great…
(more)

▼ This thesis examines the influences that New York
City’s Irish-Americans had on the violence, politics, and
underground subcultures of the antebellum era. During the Great
Famine era of the Irish Diaspora, Irish-Americans in Five Points,
New York City, formed strong community bonds, traditions, and a
spirit of resistance as an amalgamation of rural Irish and urban
American influences. By the middle of the nineteenth century, Irish
immigrants and their descendants combined community traditions with
concepts of American individualism and upward mobility to become an
important part of the antebellum era’s “Shirtless Democracy”
movement. The proto-gang political clubs formed during this era
became so powerful that by the late 1850s, clashes with Know
Nothing and Republican forces, particularly over New York’s Police
force, resulted in extreme outbursts of violence in June and July,
1857. By tracking the Five Points Irish from famine to riot, this
thesis as whole illuminates how communal violence and the riots of
1857 may be understood, moralised, and even legitimised given the
community and culture unique to Five Points in the antebellum
era.

Phelan, J. P. (2014). The Communal Legitimacy of Collective Violence: Community
and Politics in Antebellum New York City Irish Gang
Subculture. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5d86p1212

Chicago Manual of Style (16th Edition):

Phelan, James Peter. “The Communal Legitimacy of Collective Violence: Community
and Politics in Antebellum New York City Irish Gang
Subculture.” 2014. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/5d86p1212.

MLA Handbook (7th Edition):

Phelan, James Peter. “The Communal Legitimacy of Collective Violence: Community
and Politics in Antebellum New York City Irish Gang
Subculture.” 2014. Web. 15 Sep 2019.

Vancouver:

Phelan JP. The Communal Legitimacy of Collective Violence: Community
and Politics in Antebellum New York City Irish Gang
Subculture. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/5d86p1212.

Council of Science Editors:

Phelan JP. The Communal Legitimacy of Collective Violence: Community
and Politics in Antebellum New York City Irish Gang
Subculture. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/5d86p1212

► The labelling of genetically modified organisms (GMOs) has been the subject of a global debate for decades. This dissertation, by conducting comprehensive and inter-disciplinary research…
(more)

▼ The labelling of genetically modified organisms (GMOs)
has been the subject of a global debate for decades. This
dissertation, by conducting comprehensive and inter-disciplinary
research – from legal, scientific, political and practical
perspectives, aims to provide an in-depth analysis of fundamental
factors that have contributed to the formation of different
labelling regimes, and to justify claims of significant concerns
that an optimal labelling regime should be based on and protect. It
finds that not only rationales for a mandatory GMO labelling system
cannot be justified but also the implementation of mandatory
labelling measures may trigger a number of pragmatic problems. It
is worth noting that mandatory GMO labelling measures, which lead
to conflicts in global agricultural trade, might well violate WTO
trade law obligations that are binding on Canada, China, the EU and
the US etc. Based on these findings, this study supports voluntary
labelling requirements and stands in sharp contrast to the
mandatory labelling regimes implemented by the EU and other
jurisdictions. It argues that three conditions should be considered
to establish an optimal GMO domestic labelling regime. They are:
(1) the regime must be based on scientific evidence; (2) it must
employ scientific risk assessment and management as the basis for
labelling requirements; and (3) the labelling should be accurate
and the mission of GMO labelling should be primarily to protect the
health of consumers. It thereby suggests that the mandatory
labelling requirement should be abandoned in all jurisdictions, and
replaced with a voluntary labelling regime and a globally
harmonized system of GMO approval procedures and detection methods.
The dissertation ends with some lessons drawn from the current GMO
labelling controversies to ensure better management of future GMO
labelling conflicts and regulation of new agricultural
biotechnology. It offers suggestions for perfecting the current
Canadian GMO labelling regime.

▼ In their highly influential work on the labour market
impact of unions termed the collective voice/institutional response
model (CVIR), Freeman & Medoff (1984) proposed that whether
the union’s monopoly or voice face would prevail greatly depended
on the union’s and management’s willingness to compete or
cooperate, respectively. However, these authors and the researchers
that tested their ideas afterwards neither theorized about nor
tested this key moderating condition of a union’s impact. The
result has been a confusing, mixed and generally inconclusive
litany of research findings about the impact of unions at both the
individual and organizational levels of analysis. I attempt to
resolve this gap in CVIR by using the appropriateness framework
(March 1994) to identify when and under what conditions management
and unions, along with their members, will respond cooperatively or
competitively toward each other. My empirical results are
consistent with the idea that management response is a key
moderating mechanism of a union’s power and thus impact,
contributing to zero or negative sum outcomes when management
chooses to compete (i.e., union power is exerted in the direction
of harmful monopoly effects) and positive sum outcomes when
management chooses cooperation (i.e., union power is exerted in the
direction of beneficial voice effects). In particular, when
environmental cues lead the union and/or unionized employees to
believe that management values voice, they will consider
“cooperation” an appropriate response under the circumstances and
reciprocate in-kind with other-regarding behaviors. On the other
hand, when environmental cues lead the union or unionized employees
to believe that management may potentially behave
opportunistically, they will consider “competition” appropriate
under the circumstances, and respond in-kind with self-serving,
competitive behaviours. Drawing upon the resource-based view of the
firm, I argue how a cooperative union-management relationship can
be a source of sustainable competitive advantage for the
organization (Barney, 1991).

Pohler, D. (2010). To compete or cooperate? three essays on the relationship
between unions and employee and organizational outcomes: the
moderating effect of management's response. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/j098zc32z

Chicago Manual of Style (16th Edition):

Pohler, Dionne. “To compete or cooperate? three essays on the relationship
between unions and employee and organizational outcomes: the
moderating effect of management's response.” 2010. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/j098zc32z.

MLA Handbook (7th Edition):

Pohler, Dionne. “To compete or cooperate? three essays on the relationship
between unions and employee and organizational outcomes: the
moderating effect of management's response.” 2010. Web. 15 Sep 2019.

Vancouver:

Pohler D. To compete or cooperate? three essays on the relationship
between unions and employee and organizational outcomes: the
moderating effect of management's response. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/j098zc32z.

Council of Science Editors:

Pohler D. To compete or cooperate? three essays on the relationship
between unions and employee and organizational outcomes: the
moderating effect of management's response. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/j098zc32z

► Abstract The purpose of this research was to explore, through interviews, miscue and retrospective miscue analysis, and retellings of stories, the oral reading performance of…
(more)

▼ Abstract The purpose of this research was to explore,
through interviews, miscue and retrospective miscue analysis, and
retellings of stories, the oral reading performance of three
English as a second language (ESL) students and their perceptions
of the reading process, their knowledge of the English language
cueing systems and their use of strategies in reading narrative and
expository passages in English. The Burke Modified Reading
Interview was administered to explore the students’ perceptions of
the reading process and of themselves as readers. Additional
interviews were conducted to obtain information about their
schooling and literacy background. The students’ miscues while
reading narrative and expository passage from an informal reading
inventory were recorded, transcribed and coded using selected parts
of Goodman’s reading miscue inventory. Students listened to their
miscues during retrospective miscue analysis sessions and engaged
in self-reflection and exploratory talk to discuss why they made
those miscues. The findings showed that the students’ perceptions
of reading varied. The print-based readers relied heavily on
graphophonic strategies and knowledge-based readers focused on
semantic strategies in reading the selected passages. All of the
participants read below their grade levels. The findings also
revealed that these students created images and overarching
schemata in their imaginations as they were reading the selected
texts. The students performed better on passages about which they
had strong background knowledge. Their relative performance with
narrative and expository structures varied. It was concluded that
ESL students need more instruction and experience in reading
informational texts and need to learn new strategies for making
inferences from the texts using their knowledge of the language
cueing systems and their knowledge of the world.

Moteallemi, G. Y. (2010). ESL students' beliefs and strategies: A case study of three
middle years readers. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/m900nv779

Moteallemi GY. ESL students' beliefs and strategies: A case study of three
middle years readers. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/m900nv779

University of Alberta

5.
Shi, Wenying.
A journey towards professional integration – experiences of
immigrant Ph. D. students in breaking down barriers to enter
Canadian academia.

► This dissertation investigates the internal and external barriers and successes in career preparation of a small group of immigrant doctoral students. Through three cycles of…
(more)

▼ This dissertation investigates the internal and
external barriers and successes in career preparation of a small
group of immigrant doctoral students. Through three cycles of a
four-year action research investigation that integrates interviews,
surveys, participant reflections and autoethnography, the data was
interpreted through the lenses of critical pedagogy, socio-cultural
theory, ecological theory and dialectic theory. The study reveals
some of the intercultural transformations that take place in order
to reconstruct professional autonomy and perceptions of empowerment
during the process of breaking downing internal and external
barriers. In order for immigrant doctoral students to achieve
professional integration the study presents recommendations to
university leaders, graduate supervisors and graduate students
themselves. The primary goals are to deepen the understanding of
various barriers experienced by professional immigrant Ph.D.
students and to identify the changes that occurred in
reconstructing their professional autonomy and in their perception
of empowerment during the process of breaking downing various
external and internal barriers towards professional integration.
This study should provide new understandings of what Canadian
doctoral education means to professional immigrants, where gaps
exist in universities’ programs of studies and their
implementation, and between students’ career preparation needs and
the services provided through university career support. In light
of Canada’s aggressive immigration policy, the findings point to
the need to build an integrated career support system for immigrant
doctoral students’ academic career transition success and encourage
Canadian universities to reflect upon the humanistic and democratic
values and approaches embedded in the internationalization of
education. In addition, immigrant doctoral students may feel
empowered by the stories being told and inspired by the insights
and strategies revealed.

Shi, W. (2010). A journey towards professional integration – experiences of
immigrant Ph. D. students in breaking down barriers to enter
Canadian academia. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/0c483k301

Chicago Manual of Style (16th Edition):

Shi, Wenying. “A journey towards professional integration – experiences of
immigrant Ph. D. students in breaking down barriers to enter
Canadian academia.” 2010. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/0c483k301.

Shi W. A journey towards professional integration – experiences of
immigrant Ph. D. students in breaking down barriers to enter
Canadian academia. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/0c483k301.

Council of Science Editors:

Shi W. A journey towards professional integration – experiences of
immigrant Ph. D. students in breaking down barriers to enter
Canadian academia. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/0c483k301

University of Alberta

6.
Kelly, Jennifer.Under the gaze: the experiences of African Canadian students
in two Edmonton high schools.

Degree: Master of Education in Sociology of Education, Department of Educational Foundations, 1995, University of Alberta

Kelly, J. (1995). Under the gaze: the experiences of African Canadian students
in two Edmonton high schools. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/v692t827p

Chicago Manual of Style (16th Edition):

Kelly, Jennifer. “Under the gaze: the experiences of African Canadian students
in two Edmonton high schools.” 1995. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/v692t827p.

MLA Handbook (7th Edition):

Kelly, Jennifer. “Under the gaze: the experiences of African Canadian students
in two Edmonton high schools.” 1995. Web. 15 Sep 2019.

Vancouver:

Kelly J. Under the gaze: the experiences of African Canadian students
in two Edmonton high schools. [Internet] [Masters thesis]. University of Alberta; 1995. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/v692t827p.

Council of Science Editors:

Kelly J. Under the gaze: the experiences of African Canadian students
in two Edmonton high schools. [Masters Thesis]. University of Alberta; 1995. Available from: https://era.library.ualberta.ca/files/v692t827p

Sheh, S. (1994). Adjustment of Hong Kong students at the University of
Alberta. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6q182n59t

Chicago Manual of Style (16th Edition):

Sheh, Simon. “Adjustment of Hong Kong students at the University of
Alberta.” 1994. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/6q182n59t.

MLA Handbook (7th Edition):

Sheh, Simon. “Adjustment of Hong Kong students at the University of
Alberta.” 1994. Web. 15 Sep 2019.

Vancouver:

Sheh S. Adjustment of Hong Kong students at the University of
Alberta. [Internet] [Doctoral dissertation]. University of Alberta; 1994. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/6q182n59t.

Council of Science Editors:

Sheh S. Adjustment of Hong Kong students at the University of
Alberta. [Doctoral Dissertation]. University of Alberta; 1994. Available from: https://era.library.ualberta.ca/files/6q182n59t

University of Alberta

9.
Zhang, Xiaozhou.
Emerging Adulthood in Chinese Young People: Does ego
identity status moderate the relationship between transition
features and burnout?.

► Dramatic social changes in contemporary society have resulted in young people taking a longer time to transition into adulthood. In Western cultures, Arnett (2000) identified…
(more)

▼ Dramatic social changes in contemporary society have
resulted in young people taking a longer time to transition into
adulthood. In Western cultures, Arnett (2000) identified this
transition period as emerging adulthood. Individuals may experience
this period differently, depending on their culture. Some young
people in emerging adulthood may have negative experiences during
this transition period because a multiplicity of life choices means
that their future is uncertain. Young people’s ego identity
development may lead to a greater self-selection of paths and
activities. The purpose of this study is to understand the
transition features of emerging adulthood and how the role of ego
identity protects against negative psychosocial outcomes in
mainland China. In order to answer the research questions, I
recruited 603 young people, including university students and
non-students aged 18-25 in mainland China. All participants were
asked to answer a series of self-report questionnaires designed to
measure their perceived adulthood status, emerging adulthood
features (IDEA), ego identity development in the work domain
(DIDS), and burnout symptoms (MBI). Results showed that a large
proportion of the participants perceived themselves to be in the
period of emerging adulthood, with significant differences
depending on gender and educational status. Instead of the
hypothesized five-dimensional structure of the transition features
of emerging adulthood, a three-dimensional structure (i.e.,
identity exploration/experimentation, instability/negativity, and
desire to be independent) was supported. An interaction effect
between educational status and gender was found in the “desire to
be independent” variable. Using cluster analysis, four groups were
extracted (i.e., searching moratorium, foreclosure, moratorium, and
carefree diffusion). Based on a multigroup structural equation
modeling approach, the moderating effects of ego identity status
were found in the association between certain dimensions of the
transition features of emerging adulthood and dimensions of
burnout. The results suggest that it is important to help
individuals to develop a personal ego identity to guard against the
negative psychosocial functioning during emerging adulthood in
mainland China. At the societal level, it may be prudent to allow
young people to extend their transition time into adulthood,
allowing them to adjust to the rapid changes in our information-
and technology-based society. Further recommendations are offered
for parents, teachers, and local communities.

Zhang, X. (2016). Emerging Adulthood in Chinese Young People: Does ego
identity status moderate the relationship between transition
features and burnout?. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cfn106x983

Chicago Manual of Style (16th Edition):

Zhang, Xiaozhou. “Emerging Adulthood in Chinese Young People: Does ego
identity status moderate the relationship between transition
features and burnout?.” 2016. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/cfn106x983.

Zhang X. Emerging Adulthood in Chinese Young People: Does ego
identity status moderate the relationship between transition
features and burnout?. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cfn106x983

Li, Y. (2001). A narrative inquiry of the intercultural and academic
transitional experiences of four female Chinese students. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zs25xb74z

Li Y. A narrative inquiry of the intercultural and academic
transitional experiences of four female Chinese students. [Masters Thesis]. University of Alberta; 2001. Available from: https://era.library.ualberta.ca/files/zs25xb74z

University of Alberta

11.
Kozlow, Michael James.Test development for the measurement of scientific attitude
as inferred from students' expressed behavioral intent.

Kozlow, M. J. (1973). Test development for the measurement of scientific attitude
as inferred from students' expressed behavioral intent. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mk61rk31v

Chicago Manual of Style (16th Edition):

Kozlow, Michael James. “Test development for the measurement of scientific attitude
as inferred from students' expressed behavioral intent.” 1973. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/mk61rk31v.

Kozlow MJ. Test development for the measurement of scientific attitude
as inferred from students' expressed behavioral intent. [Masters Thesis]. University of Alberta; 1973. Available from: https://era.library.ualberta.ca/files/mk61rk31v

University of Alberta

12.
Chacón Arias, Enrique.Survey of International Students at the University of
Alberta.

Degree: Master of Education in international/Intercultural
Education, Department of Educational Policy Studies, 1999, University of Alberta

Chacón Arias, E. (1999). Survey of International Students at the University of
Alberta. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/qf85nd350

Chicago Manual of Style (16th Edition):

Chacón Arias, Enrique. “Survey of International Students at the University of
Alberta.” 1999. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/qf85nd350.

MLA Handbook (7th Edition):

Chacón Arias, Enrique. “Survey of International Students at the University of
Alberta.” 1999. Web. 15 Sep 2019.

Vancouver:

Chacón Arias E. Survey of International Students at the University of
Alberta. [Internet] [Masters thesis]. University of Alberta; 1999. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/qf85nd350.

Council of Science Editors:

Chacón Arias E. Survey of International Students at the University of
Alberta. [Masters Thesis]. University of Alberta; 1999. Available from: https://era.library.ualberta.ca/files/qf85nd350

University of Alberta

13.
Hames-Sheehy, Patricia Lynne.
Graduate students and stress: a life events
perspective.

Travis, L. D. (1975). Political economy, social learning and activism: toward a
theory of educational turmoil. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/nz806197r

Travis LD. Political economy, social learning and activism: toward a
theory of educational turmoil. [Doctoral Dissertation]. University of Alberta; 1975. Available from: https://era.library.ualberta.ca/files/nz806197r

Heike, I. M. (1994). The influence of clinical nursing experience on student
nurses' perceptions of the elderly. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gx41mk96b

Heike IM. The influence of clinical nursing experience on student
nurses' perceptions of the elderly. [Masters Thesis]. University of Alberta; 1994. Available from: https://era.library.ualberta.ca/files/gx41mk96b

University of Alberta

16.
Farahbakhsh, Jasmine J.
What is the food security status, self-rated health, and
diet of students using a university-based food bank?.

► Background: Food insecurity is the limited or uncertain ability to obtain the quantity and/or quality of food that an individual or household needs. The topic…
(more)

▼ Background: Food insecurity is the limited or
uncertain ability to obtain the quantity and/or quality of food
that an individual or household needs. The topic of household food
insecurity has been investigated in myriad vulnerable groups,
including low-income families, women, black and Hispanic
households, immigrants, and indigenous populations. Very little
work has been conducted on post-secondary students who experience
food insecurity. Objectives: This study aimed to describe the food
security status and characteristics of students using the Campus
Food Bank, and to compare the self-rated health and well-being,
diet, and academics between students with severe and non-severe
food insecurity. Methods: Face-to-face, structured interviews were
conducted with university students who use a campus-based food
bank. Descriptive statistics, Chi-square tests, t-tests, and
logistic regression were used to process the data on SPSS 21.
Results: Fifty-eight students were recruited; the average age was
30.0 ± 8.3 years, 60% were females, 47% were international
students, and 50% were graduate students. The majority of students
(90%) experienced some degree of food insecurity. Students with
severe food insecurity were more likely to experience poor overall
health (OR 4.06, 95% CI 1.10-14.78) and mental health (OR 4.96, 95%
CI 1.28-19.19), and consume fewer daily fruits, vegetables and
legumes (t=2.72, p=0.009) compared to students with non-severe food
insecurity. While most students perceived that their academics
suffered because of food insecurity, the academic outcomes were
more pronounced among students with severe food insecurity.
Compared to the University of Alberta student population, and all
students who use the Campus Food Bank, our sample had significantly
more graduate students, and international students. Discussion /
Conclusion: The findings are a testament to the variety of adverse
outcomes that food insecurity can have on students’ lives. Freezing
tuition and compulsory fees and instating a Guaranteed Annual
Income for all Canadians could improve the food situation of
post-secondary students. Further, food banks could better cater to
their clientele by implementing more empowering forms of food aid
(such as grocery store gift cards), and asking clients about the
foods they would like to receive. This research has provided
foundational knowledge about students who access campus food banks.
Longitudinal research is needed to ascertain directionality of the
association between food insecurity and well-being, and to explore
longer-term outcomes of post-secondary student food insecurity,
such as graduation rates and employability.

Farahbakhsh, J. J. (2015). What is the food security status, self-rated health, and
diet of students using a university-based food bank?. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6w924f555

Chicago Manual of Style (16th Edition):

Farahbakhsh, Jasmine J. “What is the food security status, self-rated health, and
diet of students using a university-based food bank?.” 2015. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/6w924f555.

Farahbakhsh JJ. What is the food security status, self-rated health, and
diet of students using a university-based food bank?. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/6w924f555.

Council of Science Editors:

Farahbakhsh JJ. What is the food security status, self-rated health, and
diet of students using a university-based food bank?. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/6w924f555

McPhee, R. W. (1997). The voices of young people: being heard in our high
schools. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1j92g9998

Chicago Manual of Style (16th Edition):

McPhee, Robert William. “The voices of young people: being heard in our high
schools.” 1997. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/1j92g9998.

MLA Handbook (7th Edition):

McPhee, Robert William. “The voices of young people: being heard in our high
schools.” 1997. Web. 15 Sep 2019.

Vancouver:

McPhee RW. The voices of young people: being heard in our high
schools. [Internet] [Doctoral dissertation]. University of Alberta; 1997. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/1j92g9998.

Council of Science Editors:

McPhee RW. The voices of young people: being heard in our high
schools. [Doctoral Dissertation]. University of Alberta; 1997. Available from: https://era.library.ualberta.ca/files/1j92g9998

University of Alberta

19.
Vaala, Leslie D.Satisfaction and success of university students in transfer
programs.

Vaala, L. D. (1988). Satisfaction and success of university students in transfer
programs. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/2v23vw33n

Chicago Manual of Style (16th Edition):

Vaala, Leslie D. “Satisfaction and success of university students in transfer
programs.” 1988. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/2v23vw33n.

Vaala LD. Satisfaction and success of university students in transfer
programs. [Internet] [Doctoral dissertation]. University of Alberta; 1988. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/2v23vw33n.

Council of Science Editors:

Vaala LD. Satisfaction and success of university students in transfer
programs. [Doctoral Dissertation]. University of Alberta; 1988. Available from: https://era.library.ualberta.ca/files/2v23vw33n

King DA. Concerns, beliefs, and values of three groups of secondary
students, grades 9-12. [Masters Thesis]. University of Alberta; 1986. Available from: https://era.library.ualberta.ca/files/8910jx01m

University of Alberta

21.
DuHaney, Chantelle M.
Enhancing Learning Through The Use Of Graphic Organizers to
Teach Science to Grade Eleven Students in Jamaica.

► This study investigated the effectiveness of using concept mapping via the web-based software Inspiration to teach grade 11 students ‘Nutrition in Humans’. The sample consisted…
(more)

▼ This study investigated the effectiveness of using
concept mapping via the web-based software Inspiration to teach
grade 11 students ‘Nutrition in Humans’. The sample consisted of 60
students, with an average age 16.4 years who were enrolled in a
co-ed high school in western Jamaica. Three instruments were used:
an observation schedule designed to determine the frequency of
chorus answering for each lesson; an anxiety questionnaire
consisting of 16 statements; and a Biology achievement test of 30
recall and application questions constructed by the researcher. The
anxiety and biology instruments were administered before and after
the 7 weeks of teaching the topics using concept mapping via the
web-based software as well as by paper and pencil. The results
showed that after students had been taught using the Inspiration,
their anxiety levels decreased, the frequency of chorus answering
decreased, and their biology achievement significantly improved. It
was concluded that concept mapping using the web-based software
Inspiration was effective in teaching grade 11 students ‘Nutrition
in Humans’.

DuHaney, C. M. (2012). Enhancing Learning Through The Use Of Graphic Organizers to
Teach Science to Grade Eleven Students in Jamaica. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/0g354g57p

Chicago Manual of Style (16th Edition):

DuHaney, Chantelle M. “Enhancing Learning Through The Use Of Graphic Organizers to
Teach Science to Grade Eleven Students in Jamaica.” 2012. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/0g354g57p.

MLA Handbook (7th Edition):

DuHaney, Chantelle M. “Enhancing Learning Through The Use Of Graphic Organizers to
Teach Science to Grade Eleven Students in Jamaica.” 2012. Web. 15 Sep 2019.

Vancouver:

DuHaney CM. Enhancing Learning Through The Use Of Graphic Organizers to
Teach Science to Grade Eleven Students in Jamaica. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/0g354g57p.

Council of Science Editors:

DuHaney CM. Enhancing Learning Through The Use Of Graphic Organizers to
Teach Science to Grade Eleven Students in Jamaica. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/0g354g57p

► The purpose of the present study was twofold: to examine the impact of assistive technology (AT) on the writing proficiency of junior high students and…
(more)

▼ The purpose of the present study was twofold: to
examine the impact of assistive technology (AT) on the writing
proficiency of junior high students and to explore the utility of a
writing assessment for students with significant learning needs.
Writing skills included productivity, sentence complexity, word
complexity, spelling, overall quality, and genre-specific skills
(e.g., engage and orient reader, state an opinion). Participants
were 10 students with a range of learning needs (Mild Cognitive
Disability, Learning Disability, Communication Disability,
Physical/Medical Disability) enrolled in Grades 5 to 7 within a
segregated classroom. Four writing samples were collected from each
participant: (1) unassisted narrative, (2) assisted narrative, (3)
unassisted persuasive and (4) assisted persuasive, and coded using
a writing assessment developed for this study. Results indicated
that the use of AT lead to statistically significant improvements
in spelling in persuasive and narrative genres, in narrative
overall writing quality, and providing reasons in the persuasive
genre. In general, students achieved higher proficiency in the
narrative genre than in the persuasive genre. However, there was
great variation in writing among the students, and only 50%
demonstrated higher quality narrative writing with the use of AT.
Two case analyses of student writing explored the extremes of
writing variability and the utility of the writing assessment.
Analyses revealed that, despite the modest gains realized with AT,
the writing assessment allowed for a clear understanding of writing
skill and demonstrated promising utility as a teacher friendly
measure for targeting writing goals for students with significant
learning needs. Discussion explores the importance of providing
students with significant learning needs with AT that meets their
writing needs and the provision of quality writing instruction
across writing genres.

Frison, J. L. (2015). The Effect of Assistive Technology on the Writing
Proficiency of Junior High Students with Significant Learning
Needs. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/dz010s695

Chicago Manual of Style (16th Edition):

Frison, Jessica L. “The Effect of Assistive Technology on the Writing
Proficiency of Junior High Students with Significant Learning
Needs.” 2015. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/dz010s695.

Frison JL. The Effect of Assistive Technology on the Writing
Proficiency of Junior High Students with Significant Learning
Needs. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/dz010s695.

Council of Science Editors:

Frison JL. The Effect of Assistive Technology on the Writing
Proficiency of Junior High Students with Significant Learning
Needs. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/dz010s695

Ryan, D. F. (1993). A grounded theory investigation of positive and negative
experiences of education students at the University of
Alberta. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ft848s41v

Chicago Manual of Style (16th Edition):

Ryan, Doris Fredericka. “A grounded theory investigation of positive and negative
experiences of education students at the University of
Alberta.” 1993. Masters Thesis, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/ft848s41v.

MLA Handbook (7th Edition):

Ryan, Doris Fredericka. “A grounded theory investigation of positive and negative
experiences of education students at the University of
Alberta.” 1993. Web. 15 Sep 2019.

Vancouver:

Ryan DF. A grounded theory investigation of positive and negative
experiences of education students at the University of
Alberta. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/ft848s41v.

Council of Science Editors:

Ryan DF. A grounded theory investigation of positive and negative
experiences of education students at the University of
Alberta. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/ft848s41v

Penner, W. (1971). Some comparisons of life style reflected in the dress and
behavior of high school students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/41687k34g

Chicago Manual of Style (16th Edition):

Penner, Wes. “Some comparisons of life style reflected in the dress and
behavior of high school students.” 1971. Doctoral Dissertation, University of Alberta. Accessed September 15, 2019.
https://era.library.ualberta.ca/files/41687k34g.

MLA Handbook (7th Edition):

Penner, Wes. “Some comparisons of life style reflected in the dress and
behavior of high school students.” 1971. Web. 15 Sep 2019.

Vancouver:

Penner W. Some comparisons of life style reflected in the dress and
behavior of high school students. [Internet] [Doctoral dissertation]. University of Alberta; 1971. [cited 2019 Sep 15].
Available from: https://era.library.ualberta.ca/files/41687k34g.

Council of Science Editors:

Penner W. Some comparisons of life style reflected in the dress and
behavior of high school students. [Doctoral Dissertation]. University of Alberta; 1971. Available from: https://era.library.ualberta.ca/files/41687k34g